Students
with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder may evidence just inattentiveness or both
inattentiveness and impulsivity. This is a not a choice on the part of the
student. It is a chronic disability that begins in infancy and persists though
adulthood, having ramifications that are more or less severe, depending on the
task and situation.
ADD/ADHD affects the student at home, in the learning
environment, and in social settings. There are serious and persistent problems
with attention span, impulse control, organization, and distractibility. Some
students without hyperactivity are not identified until later in life as they
may have been “less obvious.” Up to 70 percent of students with ADD/ADHD may also have
a concomitant learning disability. If this is the case, see the information
on learning disabilities, as those accommodations are often helpful for
students with ADD/ADHD.
Some
examples of possible accommodations that a student with ADD/ADHD may require
include (but are not limited to):
- “Dear
Professor” memos verifying the need for accommodations
- Priority/early
course registration
- Accommodated
testing for in-class and online exams and quizzes
- Alternate
format texts and handouts, including audio and electronic format
- Note-taking
services and/or the use of an audio recorder for class lectures
- Allowance
of laptops, tablets, or assistive technology in the classroom
- Regular
advising meetings with an assigned Department for Disability Access and Advising advisor
The following are
some considerations to keep in mind when working with students with ADD/ADHD in
the classroom:
- Allow students to tape lectures and
discussions, including those with labs or involving media or on-line,
and/or have a note-taker. Attempting to focus on lecturing and taking
notes can be problematic.
- Encourage the use of a study classmate
to exchange information about class notes and reading.
- Allow students to sit in the front
of the room to reduce distractions.
- If necessary, allow students to
answer essay questions orally or on a tape recorder. Often these students
will lose focus when trying to put thoughts and ideas on paper.
- Avoid all distracting stimuli.
Discourage students with ADD/ADHD from sitting near windows, air
conditioners, heaters, high traffic areas, etc.
- Assist the student with organizing,
setting up plans, chunking assignments, etc.
- Some students with attentional
disabilities, but no reading disability, may benefit from a recording of
text as well as reading, as this may help to focus attention.
- Understand that a student with
ADD/ADHD who appears “fidgety,” or who taps their foot constantly, or who
may be “doodling” is a) often unaware of this, and b) usually, not
intentionally disruptive. Do quietly point out the behavior IF it is
affecting the classroom, but do not assume ill intent.
- A student with ADD/ADHD may find it
difficult to stay on task if a class is longer than a traditional 50-75
minute session; if possible, consider offering a break part way through
the class session.
- Keep your instructions as brief and
uncomplicated as possible.
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Additional Resources
Faculty Tip Sheet for Working with Students with ADHD (Mohawk Valley Community College)
Attention
Deficits (DO-IT, University of Washington)
Attention
Deficit/Hyperactivity Disorder (ADHD): Signs, Symptoms, Strategies, and How to
Teach (UMass Dartmouth)
Instructional
Strategies – ADD/ADHD (Ferris State University)
Learning
& Psychological Disabilities Classroom Strategies: A Faculty Guide (Pine
Technical College)